Influence of Smartphone Use on Emotional, Cognitive and Educational Dimensions in University Students

Abstract

The use of mobile devices is one of the increasingly interactive methodologies widely promoted within the European Higher Education Area. It is, therefore, necessary to determine the potential effects of their excessive use on psychological and educational variables. The aim of the present study was to assess smartphone addiction and its relationship with emotional, cognitive, and educational dimensions in university students. Participants comprised 144 university students aged between 19 and 27 years old and studying psychology and education at the University of Granada. Various tests were administered to assess variables grouped into the following dimensions: smartphone addiction (TDM), general intelligence (Wonderlic), emotional intelligence (TMMS-24), motivation (Mape-3), creativity (CREA test), and attitudes toward competencies. An ex post facto design was employed. Direct associations were observed between addiction symptoms caused by smartphone use (withdrawal, tolerance, excessive use, and problems caused by the same) and the variables of extrinsic motivation (fear and avoidance of the task) and intrinsic motivation (motivation toward the task). The results also indicated direct relationships between the problems caused by excessive smartphone use and anxiety and extrinsic motivation toward learning. An inverse relationship was observed between smartphone addiction and the emotional intelligence dimension of clarity of feelings. The anxiety provoked by excessive smartphone use was related to the tolerance generated by such use and to cultural and artistic competencies. The data obtained thus shed light on the effect of smartphone use on emotional, cognitive, and educational dimensions in university settings.

Problematic smartphone use and affective temperaments among Lebanese young adults: scale validation and mediating role of self-esteem

“…To draw the link between the dangerous effect of ‘high self-esteem’ as a trait of the hyperthymic temperament and PSU, studies have shown that a high level of self-esteem protects the person from developing PSU. However, subjects suffering from PSU tend to seek instant answers to preserve their self-esteem [ 95 ]. It could be noted that in order not to lose their high but fragile self-esteem, subjects with hyperthymic temperament develop PSU.…”

The relationship between mobile phone use and creative ideation among college students: The roles of critical thinking and creative self-efficacy.

“…Whereas some researches have shown no correlation between smartphone addiction and creative achievement (Upshaw et al, 2022) or divergent and convergent thinking (Linares & Sellier, 2021; Olson et al, 2023; Rodríguez et al, 2020), other studies have demonstrated that the use of smartphones correlates positively with mind-wandering (Marty-Dugas et al, 2018; Müller et al, 2021), which is considered a correlate of creativity (Agnoli et al, 2018). These findings suggest that the relationship between mobile phone use and creative ideation remains to be fully elucidated.…”

Pemanfaatan Smartphone dalam Pembelajaran Matematika : Bagaimana Persepsi Mahasiswa?

“…Penggunaan smartphone dalam pembelajaran matematika dapat mempengaruhi kualitas belajar siswa, terutama jika aplikasi atau materi yang digunakan tidak sesuai dengan kurikulum atau tidak dapat meningkatkan kompetensi siswa (Papadakis et al, 2021); 4) Isolasi: Penggunaan smartphone yang berlebihan dapat menyebabkan siswa menjadi kurang interaktif dalam kelas dan kurang berkoordinasi dengan siswa lain (Fook et al, 2021); 5) Kesehatan: Penggunaan smartphone yang berlebihan dapat menyebabkan masalah kesehatan seperti sakit kepala, kurang tidur, dan gangguan posisi tubuh (Demir & Sümer, 2019); dan 6) Kemampuan berpikir: Penggunaan smartphone yang berlebihan dapat mempengaruhi kemampuan berpikir kritis dan analitis siswa dalam menyelesaikan masalah matematika (Rodríguez et al, 2020).…”